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1
Content available Kilka uwag na temat uteoretyzowania podstawowych kategorii dydaktycznych w konstruktywistycznym modelu kształcenia
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Moroz J.
Kultura-Społeczeństwo-Edukacja
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2018
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tom 14
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nr 2
EN
In my article I point to the essential meaning of the “theoretical content” of the accepted educational model. Lack of knowledge of the assumptions, assertions and implications resulting from a given concept or model generates simplifications and becomes the reason of inconsistencies in “didactic thinking” and acting. The purpose of this article is an attempt to provide justification for the claim about the absolutely theoretized character of considerations (of each type) in the field of education theory. As a consequence, I also put forward a thesis according to which we can not coherently and consistently use concepts such as knowledge and learning “beyond” the paradigmatic context (understood here as a specific theoretical model).
2
Content available Relatywizm. Pojęcie, rodzaje, podstawowe problemy
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Moroz J.
Filozoficzne Problemy Edukacji
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2018
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tom 1
1-14
EN
The issue of relativism is one of the basic issues raised by contemporary epistemology. The concept of relativism is important for pedagogical considerations for two reasons: (I) discussions about relativism are, in some sense, controversial in relation to accepted values in “our” culture; (II) pedagogy has philosophical foundations. The multiplicity of approaches and semantic ambiguity of the problem of relativism may pose some interpretation difficulties. The aim of the text is to show and define possible types of relativism, with particular emphasis on the “strongest” version of epistemological relativism – alethic relativism.
3
Content available remote Czy dialog sokratejski może być konstruktywistyczny?
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Moroz J.
Pedagogika Szkoły Wyższej
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2015
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nr 2
EN
Socratic method seems very interesting and attractive conception of the inquiry to knowledge. Teacher applying this method promote independence and self-reliance in the classroom, while his role is reduced to facilitate the learning process only. Besides, Socrates’s method is based on definitely an analytical approach to knowledge. In article I suggest that Socratic method, because of these characteristics, can be identified with constructivist approach to learning. At the same time I advance the thesis that mentioned method, as a historical and philosophical category, should not be confused with constructivism.
4
Content available remote Czy prawda powinna stanowić istotną wartość dla naukowców?
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Moroz J.
Pedagogika Szkoły Wyższej
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2015
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nr 1
59-69
EN
Each kind of scientifi activity needs engaging in some system of values. When the scientist constructs a new theory he must be aware, that at its base lies determined a concept of axiology. In my article I try to answer the question: should the truth be signifiant value for scientists? I think that answer on this question should be not obvious and depend on our philosophical and critical thinking.
5
Content available Czy Alfred Tarski jest relatywistą aletycznym?
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Moroz J.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2013
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nr nr 23
99-118
EN
In the article Popper, Tarski and Relativism Jennings argues that according to T-equivalence all ontology (all sort of things in the world) is the derived from the first-order language. So such argumentation leads directly to the relativistic interpretation of Tarski’s semantic theory of truth. This interpretation is very controversial especially given that almost all philosophers of the Lvov-Warsaw School assert that truth is a nonrelativistic value. It seems that Alfred Tarski shares this view with Kazimierz Twardowski and his students. However there are many incompatible interpretations according to which the semantic theory of truth generates different consequences. Thus we can understand this theory in a relativistic, deflationist or absolutist ways. In this article I am reconstructing the relativistic and nonrelativistic interpretations of the semantic theory of truth and I attempt to provide an answer to the important question about whether or not Alfred Tarski is a relativist?
6
Content available remote Fenomenografia jako metoda badania treści świadomościowych
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Moroz J.
Pedagogika Szkoły Wyższej
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2013
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nr 1
33-44
EN
Phenomenography is one of the more interesting and useful research method which can apply in discovery and analysis learning and teaching phenomenons. However there are a few questions that require answers. One of them includes the following problem: what is and how exist the object of research of phenomenography? The aim of my article is twofold: (a) The general characteristic of the theoretical foundations of phenomenography, (b) Identifying and clarifying the subject of research of phenomenography.
7
Content available Rzeczywistość – poznanie – edukacja w kontekście radykalnego konstruktywizmu Ernsta von Glasersfelda
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Moroz J.
Kultura i Edukacja
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2015
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nr 1(107)
71-89
EN
Constructivism is one of the most popular and fastest growing paradigm in recent pedagogy. The fundamental assumption of constructivism is the thesis that knowledge is always and with necessity human construction. All knowledge about the world around us is the result of our experience. Of course, there are many forms of constructivism, although the Polish educational literature generally mentions two faces of constructivism: the personal (inspired by Piaget’s psychology) and the social (based on the psychology of Vygotski). It appears that radical constructivism has not been given proper discussion in Polish pedagogy. This theory, what is important, is the most famous and important kind of constructivism because of its epistemological and educational assumptions and consequences. Therefore in this article I want to achieve two goals: 1) to present the principal assumptions and the thesis of radical constructivism as articulated by Ernst von Glasersfeld; 2) to discuss selected controversies that this model of knowledge and learning has brought about.
8
Content available remote Uniwersytet, “myśl niezależna” i FRONT. Działania Forum Rozmów o Nowych Teoriach
63%
Chutorański M. , Moroz J.
Pedagogika Szkoły Wyższej
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2013
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nr 2
193-198
PL
Autorzy zaprezentowali naukowy projekt, który powstał w 209 roku na Uniwersytecie Szczecińskim i był realizowany we współpracy ze szczecińskim oddziałem Polskiego Towarzystwa Pedagogicznego W ramach projektu zorganizowano cykl interdyscyplinarnych naukowych dyskusji przeznaczonych dla szerokiej grupy odbiorców: studentów, doktorantów, pracowników naukowych i wszystkich zainteresowanych teorią i praktyką edukacyjną. Celem projektu było podtrzymywanie tradycji niezależnych uniwersyteckich debat.
EN
The authors characterize scientific project that started at Szczecin University in 2009 and was realized in cooperation with Szczecin division of Polish Pedagogic Association. In the frame of project the series of interdisciplinary scientific discussion were organized. The discussion involved the broad group of participants: students, PhD students and university teachers and everyone who is interested in educational theory and practice. The aim of the project was upholding the tradition of independent university debates.
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